(4/ES1) Year 10 Practice Exam Semester 2

Student Name:___________________________        Class:_______________________________

 

 

Circle the name of your teacher:

 

 

WERRIBEE SECONDARY COLLEGE

2015 Semester One

YEAR 10 EXAMINATION

 

 

 

Reading Time: 10 minutes

Writing Time: 120 minutes                                                                              

 

 

 

 

Instructions to Students:

 

        This examination has two parts:

        Part I (Reading and creating texts) and                                                                 Part II (Analysing presenting argument).

        Use a blue or black pen, not a leaded pencil.

        Write on one side of the lined paper provided.

        Place these into the exam paper for collection.

        Make sure your name is on every page of lined paper.

        Dictionaries may be used but NOT shared. There are to be NO thesauruses.

        No outside notes are to be used to complete this exam.

 

Ø PART 1 - Reading and creating texts: 10 marks

 

Select ONE question only and write an analytical essay of 500-600 words.

 

Ø PART 2 – Analysing presenting argument: 10 marks

 

Follow the instructions to complete a language analysis response of 400-600 words.

 

 

 

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PART 1

ÖReading and creating texts

 

 

Select ONE (1) question from the list below and write a carefully constructed TEEL essay on Romeo and Juliet.  

Word range: 500-600 words.

Attempt to include specific examples and quotations from the text to support your point of view.

 

 

Romeo and Juliet. William Shakespeare

 

1)   Shakespeare’s ‘Romeo and Juliet’ can be described as a narrative about the conflict of love and hate. Do you agree?

 

Or

 

2)   Shakespeare’s ‘Romeo and Juliet’ is a tale of the motivations of individuals conflicting with the expectations of society. Discuss.

 

Or

 

3)   ‘Or I will drag thee on a hurdle thither.’

 

How does the forcefulness of social expectation conspire to facilitate the events of Shakespeare’s tragic ‘Romeo and Juliet’

 

 

 

 

 

 

 

 

 

 

 

 

 

PART 2

ÖAnalysing presenting argument

 

ENGLISH STUDENTS

 

Instructions:

Read the opinion piece; Veganism is a First World Luxury, and then complete the task below. Your response should be 400 – 600 words in length.

 

Background information:

 

Veganism (n): is the practice of abstaining from the use of animal products, particularly in one's diet.  

The issue of veganism has become a hot topic as more people become aware of the environmental and ethical impacts of raising animals for human consumption. Vegans make the suggestion that consuming animal products causes undue harm to the environment and is unsustainable in the long term. They propose that as a society we should rely on a non-animal when feasible and look to sources of protein that come from plant based products. Opponents of veganism suggest that as the apex predator humans have a right to hunt and kill animals and that generally the slaughter of animals is conducted in a humane and ethical manner.

Task:

Write a language analysis essay of 5 paragraphs that identify the persuasive techniques used in written and visual language to present a point of view and position the audience.

 

 

 

Blog From Mamamia 26/5/2015

 

‘Veganism is a first-world luxury. There, I’ve said it.’

Maya Tilley

 

When one in nine people in the world are chronically undernourished, being quite this focused on what you won’t eat can almost seem spoiled.

“I can’t eat this. I’m a vegan,” my mate said as the waiter plonked our dessert down on the table.

I had no idea what she could possibly mean: it was raw, egg-free, dairy-free chia pudding, wasn’t it?

But apparently, that dessert contained white sugar. And apparently, some white sugar is a vegan sin, because it gets its colour from a refining process involving bone char. I know this because my friend told our entire table, very loudly, as the rest of the restaurant watched on with bewilderment.

Now, I admire my friend in many ways. But as she sat there, disgruntledly awaiting a replacement dessert, a thought crossed my mind: This is getting ridiculous.

I’m hardly the first person to criticise vegans. Despite their typically benign intentions, their difficulty to cater for make them an easy (and sometimes unfair) target for the meat-eating majority. They’re also commonly mocked by chefs and caterers across the globe because, as Anthony Bourdain once put it, “being a vegan is a first-world phenomenon”.

Bourdain has a point.

Think about it: Across the world, one in nine people is chronically undernourished, according to the United Nations Food and Agriculture Organisation.

That means that to eat, a huge number of people on this planet are reliant on whatever they grow or sow themselves — so they don’t exactly have the luxury of deciding whether to eat animal products or not.

.

 

Many of those people, in fact, end up being “vegan” or “vegetarian” by default, because they can’t afford animal products. But others, who do have access to chicken, pork, egg, milk and the like, consume calories where they can, because the alternative is malnutrition. (And while faux-meats and dairy-free groceries may line the shelves of your nearest inner-city Australian organic grocery store, those products are completely unavailable in many parts of the world, known as “food deserts”.)

When you’re vegan in a developed country like Australia, the fact that you have consistent access to foods that nourish you  — and can therefore choose what to put on your plate — means you have a food and class privilege that others simply do not.

Put that way, it’s a bit of a douche move to assert that it’s unethical for humans to consume animal products, right?

And don’t even get me started on those deeply offensive memes that liken factory farming to the Holocaust. Repeat after me: As soon as you use a Holocaust analogy, you lose the argument.

So here’s a message I wish my vegan friend would take on board: By all means, consider the ethics of what you’re eating. Swap out cruel farming practices for non-factory farming alternatives. Start discussions about the impact that animal agriculture has on animals and the environment. Just do it in a respectful, self-aware way.

Stop the guilting. Stop the piousness. Get some perspective. Become a little more conscious of the privilege you’re exerting by taking veganism on as “your cause”.

And remember that many of us meat-eaters have made the conscious decision to put our time and money to causes that help ensure humans have access to food. Because in our eyes, that’s more important than worrying about whether the sugar in your $23 dessert exploits animals in some roundabout way.

 

Reading and creating texts Descriptors

Grade Range	Indicators
9 – 10	ü  Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts and construction (the response analyses in addition to the topic, the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic (explores the whole topic and not parts of it), using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text (writes a TEEL structured essay, that is sophisticated in construction rather than formulaic in nature). ü  Develops a cogent, controlled and well-substantiated discussion using precise and expressive language (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Demonstrates a close reading of the text, exploring its concepts and construction (the response analyses a number of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic, (explores the whole topic and not parts of it), exploring it from the basis of the text (writes a TEEL structured essay, that is not formulaic in nature). ü  Develops a detailed, substantiated and coherent discussion using language fluently and confidently. (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Demonstrates a clear knowledge of the text, including some elements of its concepts and construction (the response analyses some of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Understands the topic (explores the whole topic and not parts of it) developing an appropriate and supported response (writes a TEEL structured essay). ü  Develops an organised piece of writing using language accurately and appropriately (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Demonstrates an adequate knowledge of the text (very basic/token analysis of the literary/filmic conventions and/or context). ü  Develops a response (doesn’t completely deal with the topic in a sophisticated way) to the topic (writes a response that contains elements of TEEL structure), supported appropriately by elements of the text (at times the quote selection appears irrelevant). ü  Presents a generally organised piece of writing using language which is mostly accurate and appropriate (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Demonstrates a basic knowledge of the text (inadequate analysis of the literary/filmic conventions and/or context).. ü  Presents a response (lacking in structure), which shows an understanding of the topic, referring to appropriate elements of the text (limited or irrelevant quote selection and incorporation). ü  Presents a piece of writing that communicates adequately, displaying some elements of organisation. (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Demonstrates a familiarity with the text (doesn’t explore the text as a whole). ü  Presents a response (lacking in expected structure), which shows some understanding of the topic, using some elements of the text (relies on examples more than quotes). ü  Shows adequate expression and language control (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Demonstrates a limited familiarity with the text. ü  Presents a response (lacking in structure), which shows a limited awareness of the topic, using some elements of the text. (relies on some examples). ü  Shows some language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Demonstrates a very limited familiarity with the text. ü  Presents a response (incoherent and resembles word vomit), which shows a very limited awareness of the topic. ü  Shows little language control. ü  Does not attempt to edit their work
0	ü  Shows no knowledge of the text and/or no attempt to respond to the topic and/or only minimal control of language.

 

 

Analysing presenting arguments Descriptors

 

Grade Range	Indicators
9 – 10	ü  Shows a perceptive and sophisticated understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is insightful and highlights how the techniques shape the discussion and support the contention). ü  Develops a cogent, controlled and well-substantiated (excellent quote choices embedded into the analysis) analysis using precise and effective language and expression (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Shows a highly developed understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is strong and emphases how the techniques shape the discussion and support the contention). ü  Develops a detailed, substantiated  (high level quote choices embedded into the analysis) and coherent analysis using language and expression fluently and confidently (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Shows an understanding of how the written and visual language seeks to position readers, with reference to the context presented (the analysis is good and explores how the techniques shape the discussion and support the contention). ü  Achieves a planned and supported (good quote choices embedded into the analysis) response using accurate language and clear expression (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Shows some understanding of how written and visual language is used and some awareness of the context presented (discussion may not always be detailed, accurate or linked to the contention). ü  Achieves a planned and supported (quotes are not always best choices and are not effectively embedded) response, generally using accurate language and expression (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Shows some understanding of how language is used and an awareness of the context of the written and visual material presented discussion is basic, in places inaccurate and doesn’t connect to the contention). ü  Attempts a planned and supported (quotes  - if present are not always best choices and are not effectively embedded) piece of writing using adequate language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Shows limited understanding of how language is used and little awareness of the context ü  presented. ü  Presents a piece of writing with little organisation and basic language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Shows limited knowledge of how language is used in the construction of written and visual ü  texts. ü  Demonstrates basic expression and language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Shows very limited knowledge of how language is used. ü  Demonstrates some expression and language control. ü  Does not attempt to edit their work
0	ü  Shows no understanding of the requirements of this task and only minimal control of language.

 

 

 

(3/ES1) Romeo and Juliet Theme Revision

Todays Lesson:

 

 

Learning Intention: To learn about the themes within Shakespeare's Romeo and Juliet and to explore what Shakespeare is saying about our world and the text 

 

Check your understanding:

 

• I have an understanding of how the main themes in R+J are explored
• I can explain how the themes to each of the characters
• I can compare the characters based on the themes in the text
• I can identify symbols that relate to the themes in the text

Learning Activity:

 

Answer the foll questions in mini paragraphs. You need to include substantial detail and quotes to support your response.

 

The following blog explores how each of the main themes within Shakespeare's Romeo and Juliet are discussed. It is by no means a comprehensive resource but is intended to be a summary of the themes and how they are explored by the characters.

Love/Hate

1) How is love best described in Shakespeare’s Romeo and Juliet?
Love within Romeo and Juliet is best described as a weak emotion that only gets in the way of the families plans, love is also depicted as a way to get someone to support the family so it can advance in the times society.

2) Compare how Romeo and Juliet approach love in ‘R+J’
Romeo sees love as an emotion – the want, the need, the lust – and sex. He wants to feel the emotions of love for someone, whereas Juliet sees love as a way to make her own decisions and choices for her own life, to be able to control her life, no one else.

3) How does Shakespeare’s exploration of love relate to our contemporary world?
They relate because both teens relationships today, and Romeo and Juliet’s love are both more of a physical, noncommittal love. They both have no proper feeling other than lust.

5) Do you think that love was the cause of the tragedy in Romeo and Juliet?
Yes, because Romeo and Juliet were guides by their emotions and made silly decisions related to their death.

6)Find  and explain 4 quotes that discuss love

·         "What's in a name? That which we call a rose, By any other word would smell as sweet." – Romeo and Juliet are willing to give up on their names just so they can be together

·         "Good Night, Good night! Parting is such sweet sorrow, that I shall say good night till it be morrow." – Romeo and Juliet feel as if one night apart is such a curse. There is nothing in the world as sad as Romeo and Juliet parting

·         It's my lady it's my love – Romeo says that no one can tell who to love or how to love anyone, especially Juliet.

·         It is the east and Juliet is the sun – Romeo compares Juliet to the sun.

 

Fate

1. How is fate described in Shakespeare's Romeo and Juliet
2. How does fate relate to social expectation and conventions?
3. How does Shakespeare's exploration of fate relates to our contemporary world?
4. Do you think that fate was the cause of the tragedy in Romeo and Juliet?
5. Find and explore 4 quotes that discuss fate?
6. How does Romeo relate to fate. Do you think Romeo believes in it?

Social Expectation

1) What are the social expectations within Romeo and Juliet's Verona?

You are either a Montague or a Capulet, you are unable to be in between (With the exception of Mercutio) and you are to hate the opposed house.  

Evidence: This is shown by the constant fights between the two houses and also when Romeo and Tybalt are expected to fight.

 

 

2) How does the social expectations govern the characters? what restriction does it place on them?

They are expected to act a certain way, for Juliet she is expected to marry Paris. They are expected to live by the rules of created by their parents or their families, therefore making things forbidden seem more desirable. The restrictions that this places on the due is that they have to sneak around and devise a plan to allow them to elope.

Evidence: When Juliet told her parents that she didn't want to marry Paris, she was in love with Romeo, they told her straight out no and that she was to marry who they said she was to marry, no questions asked.

3) Do you think social expectation causes the play's tragedy?

Yes, as previously stated things that were branded forbidden seem more desirable to the pair of star crossed lovers. When the parents tried to tear them apart, it only made them want to be with each other more and more.

Evidence: When they both killed themselves.  

Family

1. What role does family have in the characters lives?
2. What does the source of the feud say about how hatred functions in our society?
3. Compare how Romeo and Juliet are restricted by their families?

  

(2/ES1) Romeo and Juliet Character Revision

Todays Lesson:

Learning Intention: To learn about the motivations and changes of the characters within Shakespeare's Romeo and Juliet

Check your understanding:

• I have an understanding of how the characters change
• I can explain the motivations of different characters
• I can briefly describe each of the characters
• I could tackle an SAQ based on one of the characters

Learning Activity:

Answer the following questions in mini paragraphs. You need to include substantial detail and quotes to support your response.

The following blog explores how each of the main characters within Shakespeare's Romeo and Juliet. it is by no means a comprehensive resource but is intended to be a summary of the characters motivations and changes.

Romeo

1. Describe Romeo's character at the beginning of the play?
2. Describe Romeo's character at the conclusion of the play? 
3. How does Romeo change throughout the play?
4. Describe Romeo's most prominent emotion?
5. Is Romeo responsible for the tragic end of the title characters?
6. What is Romeo's fatal flaw? 
7. What is Romeo's motivation throughout the play?
8. Identify 4 quotes that are central to Romeo's character

Juliet

1. Describe Juliet's character at the beginning of the play.
   
Juliet is obedient and a slave to society and her parents at the start of the play. “Madam I am here, what is your will?”, this moment in Act 1 Scene 3 where she talks to her mother shows how controlled by her parents Juliet is. Shakespeare infers that Juliet is an innocent and pure girl and it is the society around her that is forcing her to take actions. From the start of the play, her parents govern her will, she is trapped in a “prison” of expectations and she is attempting to break free and live her life.

2. Describe Juliet's character at the conclusion of the play.

By the end of the play, Juliet gains a rebellious spirit after she disobeys her parents to be with Romeo. She is passionate towards Romeo, through this, she becomes a strong, decisive character by herself. This is seen in Act 3 Scene 5 where Romeo states “Juliet wills it so” after she demands for him to stay. This quote displays that Juliet has developed a sense of independence from her parents and an ability to make her own decisions. Shakespeare is suggesting that love is a selfish pursuit that ultimately reflects the selfish emotions of the individual.

3. How does Juliet change throughout the play?

Throughout the play, Juliet develops a set of her own morals and rules. From a shy and innocent little girl to an independent woman, she grasps the concept that she deserves to be the master of her destiny. Her parents in the beginning expect Juliet to follow their command and the expectations of society, “Thou wilt fall backward when thou comest to age”. She defies her parents to be with Romeo and shows that she can be her own person.

5. IS JULIET RESPONSIBLE FOR THE TRAGIC END OF THE TITLE CHARACTERS?
The tragedy is not entirely her fault but she does play a role in the tragic end. This is because she decides to be an individual and makes decisions that are against the societal conventions and her family. She wants to be independent so she can make her own decisions instead of someone else making them for her and controlling her. She also wants to be with Romeo, which causes her to defy her parents in order to feel as if she is making her own independent choices. This desire to be with Romeo motivates both of them to rebel against the parents and marry each other.


6. WHY DO YOU THINK JULIET LOVES ROMEO?
  Juliet loves Romeo because he is someone she can't have since her family and his family hate each other. She is benefitting herself by loving Romeo because by being with him, she feels as if she is making her own decisions, therefore feeling like an independent person. She feels this independence because she knows her parents are never going to approve of their marriage and her running away is Juliet literally breaking away from society in the hopes to become  true individual. As well as that, unlike their parents, both Romeo and Juliet do not want to be involved in the hatred of the feud and therefore, by choosing him as her partner, she is demonstrating that the feud is restricting her from being herself and choosing the people she wants in her life.


7. WHY DOES JULIET KILL HERSELF?
Juliet kills herself because Romeo also dies and she loves him so much, she can't imagine her life without him. Since she couldn't be with him when they were alive, she believes that they can be together after death. Also, if she hadn't die, her parents would force her to marry Paris and she can also be captured by The Watch. By killing herself, she defies her parents and fate as well as proving to her parents that she is determined to be an independent person and if she doesn't get what she wants, she will do anything to get it. By killing herself, she rebels against her parents one last time and she also does it to get freedom. By committing suicide, she also wants to demonstrate to her and Romeo's parents the damage that the hate from the feud is doing on both families and the society and hopes that they will decide to end the feud.


8. IDENTIFY FOUR QUOTES THAT ARE CENTRAL TO JULIET'S CHARACTER?

1."O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name.
or if thou wilt not, be but sworn my love
and i'll no longer be a Capulet!"

2."Delay this marriage for a month, a week,
or if you do not, make the
bridal bed in that dim monument where  Tybalt lies."

3."what's in a name?
That which we call a rose by any other name would smell just as sweet."

4."My only love sprung from my only hate,
too early seen unknown and known too late'

Parents

1. Describe the parents throughout the play? Find a quote that supports your response.
2. What does you think the parents symbolise throughout the play? Find a quote that supports your response.
3. What is Capulet motivated by? Find a quote that supports your response.
4. How does Capulet see Juliet and her individuality? Find a quote that supports your response.

(1/ES1) TEEL Structure Overview

Intro

The purpose of an introduction: the purpose of an introduction is to establish your understanding of the essay question (SAQ) and to outline your point of view in response to the question and how it relates to both the world and the nominated text.

 

Teachers look for the following in marking a TEEL essay introduction:

• Does the student understand what the SAQ is asking.
• Has the student defined an interpretation of the SAQ.
• Has the student outlined an answer to the SAQ (The Contention).
• Has the student provided three arguments to support the contention.

In the year 10 Text Response criteria sheet the above points are assessed primarily through the Introduction criteria under 'Content and structure' and additionally through the development of the student's response through the body paragraph. This will be particularly relevant in the 'Detailed discussion of ideas' and 'clear and simple topic sentences.' Non the less a well structure introduction will provide an excellent springboard for a student to develop upon throughout the body of the essay.

 

4 critical steps in writing an introduction:

 

1. Paraphrase the SAQ: (One sentence) Place the SAQ in your own words. This ensures that you have demonstrated a clear understanding of the essay question and indicates that you understand what the SAQ is asking.

 

2. Define your understanding of the key word: (One/two sentences) Define your understanding of the idea central to the SAQ. This allows you to develop a personal interpretation and demonstrate a complex understanding of the SAQ. You are NOT making an argument here- you simply need to outline what you think the main words/ideas mean and to place them within the context of the text.

 

3. Outline your contention: (One Sentence) This is YOUR answer to the SAQ, it must be clear and concise and directly respond to the question. Imagine your are trying to summarise your response in one sentence.

 

4. List your three (3) supporting arguments: you must outline how you intend to support your contention. This comes in the form of three supporting arguments. these must be ideas and NOT examples (Don't list scenes from the text but rather the ideas that the scenes represent).

The Body Paragraphs

Now you need to support your contention through outlining three arguments and providing evidence in the form of quotes from the text. When marking your Body Paragraphs assessors will look for the following

• Has the student provided realistic supporting arguments for their contention?

• Has the student explored each argument in a unique and complex way?

• Are the body paragraphs outlined in a clear way that is easy to understand?

• Has the student included relevant evidence to support their point of view

• Has each body paragraph been link to the author’s intention or symbol?

 

Body Paragraph 1,2,3

A very clear way of communicating your body paragraphs is through using TEEEL

T is for topic sentence

·         Outline what the supporting argument is going to be for the body paragraph.

·         Your topic sentence must support the contention

·         Your topic sentence must be an idea and not a scene from the novel.

·         Must be short, clear and concise.

E is for elaboration

•      Expand on your topic sentence and elaborate on what you mean.

•      Should be 1-3 sentences and directly expand what you mean in the topic sentence and explain how the idea supports the contention.

E is for evidence

•      Introduce evidence, in the form of quotes to support your idea.

•      The quotes you use must be  short and sharp and should fit into your body paragraph

E is for explanation

•      Explain your evidence and how it relates to the essay question.

•      The explanation should be not more than 2 sentences.

•      The explanation should explain what the author is saying about society or explore how symbolism is employed by the author

L is for link

 

Conclusion

(40/2) The Langauge Analysis Structure: A Definitive Guide

INTRODUCTION

Outline ITACT (Demonstrate understanding of the article)

Introduce image, contention, tone and audience if it is different to the primary article.

Check ‘How to write a kick arse intro: LA edition for assistance

 

BODY PARAGRAPH 1

Outline main argument 1

Analyse how the author opens (What technique do they use?)

·         1 Identify or describe technique. 2 Quote. 3 Analyse the effect on the reader.

PLT (Analyse a persuasive technique the author employs)

·         1 Identify or describe technique. 2 Quote. 3 Analyse the effect on the reader.

Lang (Analyse persuasive language the author employs)

·         1 Identify or describe language. 2 Quote. 3 Analyse the effect on the reader.

 

BODY PARAGRAPH 2

Outline main argument 2

Analyse the image (How and Why is the image persuasive?)

·         1 Identify element of image. 2 Describe element. 3 Analyse the effect of element on the reader.

PLT (Analyse a persuasive technique the author employs)

·         1 Identify or describe language. 2 Quote. 3 Analyse the effect on the reader.

Lang (Analyse persuasive language the author employs)

·         1 Identify or describe technique. 2 Quote. 3 Analyse the effect on the reader.

 

BODY PARAGRAPH 3

Outline main argument 3

Analyse how the tone of the piece changes (How does the tone shift?)

·         1 Identify or describe tonal shift. 2 Quote. 3 Analyse the effect on the reader.

Lang (Analyse persuasive language the author employs)

·         1 Identify or describe language. 2 Quote. 3 Analyse the effect on the reader.

Close (Analyse which persuasive technique the author closes with)

·         1 Identify or describe technique. 2 Quote. 3 Analyse the effect on the reader.

CONCLUSION

Restate the author’s contention

Comment on the tone throughout the piece

Outline how the reader is left feeling